Michael Abrahams | Can empathy be taught?

Empathy is “the ability to understand and share the feelings of another.” Last week, my article “The Decline of Empathy” was published in The Gleaner, and I shared the piece on my Facebook pages. In the article, I mentioned the value of teaching empathy. But one of my Facebook friends took me to task and rubbished the idea, saying that empathy is innate and cannot be taught. Although I disagree, I empathise with her. She is a child protection worker and has the experience of dealing with children who are devoid of empathy, as well as interacting with others in healthcare who are unempathetic. I understand why her observations would lead her to her conclusion. But what does the data show? Has there been research on the topic? And what are the results of the research?

Research has shown that empathy is not simply inborn, but can be taught. One of those at the forefront of research on empathy is Helen Riess, the co-founder and Chief Scientific Officer of Empathetics, Inc., an organization working with medical professionals to develop greater interpersonal skills and teach the neuroscience of emotion. Riess, who is also an associate professor of psychiatry at Harvard Medical School and the founder of the Empathy and Relational Science Program at Massachusetts General Hospital, has developed a training programme that would help people improve their empathetic communication skills. The programme, “Seven Keys of E.M.P.A.T.H.Y.,” uses the word as an acronym for: Eye contact, Muscles of facial expression, Posture, Affect, Tone of voice, Hearing the whole person, and Your response. Riess and others have conducted research on empathy education for healthcare workers and reported positive results. For instance, a meta-analysis of 13 studies found that empathy training in healthcare increases empathy levels.

There are also multiple reports of empathy being taught to children, and teaching it to those at a young age, when their brains are being wired, is likely to yield better results. An excellent example of this is Denmark, where teaching empathy in schools has been compulsory since 1993. One hour per week is dedicated to “Klassens tid”, an empathy class for students aged 6 to 16 years. During the sessions, students discuss their problems, and the class and the teacher listen to and try to understand them and find a solution.

TEAMWORK

Teamwork is emphasised in Danish schools, which offer neither prizes nor trophies to students who excel in school subjects or sports, to avoid creating competition. Students are instead encouraged to compete with themselves, striving to be better individuals. Collaborative learning is also utilized, bringing together children with different strengths and weaknesses across subjects to help one another in class and work together on various projects. The method teaches children from an early age that one cannot succeed alone, and that helping others leads to better results. A lot of space is also given to children’s free play, which teaches empathy and negotiation skills.

These techniques, by cultivating empathetic mindsets, have contributed to Denmark being considered one of the best places to work in Europe and, according to the United Nations’ World Happiness Report, one of the happiest countries in the world.

And there are examples in other countries too. Roots of Empathy (ROE) is an evidence-based classroom programme founded in 1996 by Canadian educator and social entrepreneur Mary Gordon. It began in Toronto and has since expanded to 11 countries. The programme utilizes a local parent and their infant (the “Tiny Teacher”) who visit an elementary school classroom once a month throughout the school year. The target audience is children aged 5 to 13 (Kindergarten to Grade 8) and consists of 27 sessions over the school year, led by trained instructors who guide students in observing the baby’s development, temperament, and the bonding between child and parent. During the sessions, experiential learning and emotional literacy are employed to help children understand and interpret the baby’s emotional cues while appreciating the value of responsive parenting and healthy human connection. This helps them to not only understand their own emotions but also those of their peers.

DECREASED AGGRESSION

Extensive independent research conducted across three continents since 2000 has shown that the programme consistently leads to decreased aggression and bullying, and increased prosocial behaviours such as sharing, helping, and including others, and that these changes are sustained for at least three years after the programme ends. An adaptation called Seeds of Empathy is also available for younger children ages three to five in early learning and childcare settings.

In Ireland, the “Activating Social Empathy” (ASE) programme is a free, evidence-based social-emotional learning resource for secondary schools. It was developed by the University of Galway’s UNESCO Child & Family Research Centre (CFRC) and is based on four key principles: understanding empathy, practising empathy, overcoming barriers to empathy, and putting empathy into action. Research has validated the programme, showing that participants develop higher levels of empathy, altruism, and social concern over time.

Studies have also found that reading literary fiction improves children’s ability to understand others’ emotions and perspectives, and that activities such as role-playing and simulation, immersive virtual reality experiences, mindfulness, and kindness curricula are all valuable in teaching children empathy.

Empathy plays an important role in a society’s functioning. It would be worthwhile for the relevant authorities in our country to seriously consider including its teaching in our school curricula. We need much more of it.

Michael Abrahams is an obstetrician and gynaecologist, social commentator, and human-rights advocate. Send feedback to columns@gleanerjm.com and michabe_1999@hotmail.com, or follow him on X , formerly Twitter, @mikeyabrahams